Abstract
Interprofessional collaboration (IPC) is critical in improving positive patient outcomes and achieving the quadruple aim of enhancing patient experience, improving population health, reducing costs, and improving the work-life balance of healthcare providers. Interprofessional collaboration (IPC) effectively enhances the patient experience and healthcare quality (McGuier et al., 2021). According to the Interprofessional Education Collaborative (IPEC), critical drivers for the ongoing growth of developing interprofessional collaborative practice include the need to empower the interprofessional (IPE) community with the best available evidence and research related to IPE and collaborative practice, conduct a continuous review of standard terms for competence, competency, and competency framework, and ensure that this framework accurately reflects any changes in research, policy, and practice (2023).
This study examined the effectiveness of a professional development intervention on the level of interprofessional team collaboration (ITC) on three subscales, as measured with the Assessment of Interprofessional Team Collaboration Scale (AITCS-II) in interprofessional healthcare providers. A two-group randomized controlled trial, with a repeated measures design, was used for this study in an urban hospital system. This study was completed in June 2021. A computer-based randomized generator assigned 161 subjects to the intervention (n = 75) or control group (n = 86). The intervention group participated in an IPEC-competency module, and the control group participated in a standard family-centered care module. Data collection for the intervention and control groups occurred at three points: at baseline, immediately after completion, and four weeks after the module's completion.
The intervention group had statistically significant differences in all three subscales of the validated AITCS-II tool immediately post-intervention in partnership (p < .001), coordination (p < .001), and cooperation (p < .001) in comparison to the control group. The control group was not statistically significant at any period. The intervention module effectively increased the level of collaboration within healthcare teams.
Study outcomes support organizations in building professional development targeting IPEC competencies to meet strategic goals to impact patient outcomes on a system level. This study will inform future studies with the tool used in this study and other tools available to assess team collaboration in academia and practice environments. Moreover, the ongoing integration of the IPEC competencies in the clinical practice environment will support innovative, team-based practice (NASEM, 2021).
Notes
Presenter notes available in attached slide deck.
Additional references included in attached slide deck.
References:
Huth, K., Growdon, A. S., Stockman, L. S., Brett-Fleegler, M., Shannon, M. T., Taylor, M., Hundert, E.S., & Kesselheim, J. C. (2020). Establishing trust within interprofessional teams with a novel simulation activity in the pediatric clerkship. Journal of Interprofessional Care, 1–6. https://doi.org/10.1080/13561820.2020.1840338
Interprofessional Education Collaborative (2023, August 28). Preliminary Draft Revisions. Core Competencies for Interprofessional Collaborative Practice https://www.ipecollaborative.org/2021-2023-core-competencies-revision
MacDonald, A., Clarke, A., & Huang, L. (2019). Multi-stakeholder partnerships for sustainability: Designing decision-making processes for partnership capacity. Journal of Business Ethics, 160(2), 409–426. https://doi.org/10.1007/s10551-018-3885-3
Martimianakis, M. A. T., Fernando, O., Schneider, R., Tse, S., & Mylopoulos, M. (2020). "It's not just about getting along": Exploring learning through the discourse and practice of interprofessional collaboration. Academic Medicine, 95(11S), S73–S80. https://journals.lww.com/10.1097/ACM.0000000000003637
McGuier, E. A., Kolko, D. J., Klem, M. L., Feldman, J., Kinkler, G., Diabes, M. A., Weingart, L.R., & Wolk, C. B. (2021). Team functioning and implementation of innovations in healthcare and human service settings: A systematic review protocol. Systematic Reviews, 10(1), 1–7. https://doi.org/10.1186/s13643-021-01747-w
Miltner, R, Pesch, L., Mercado, S., Dammrich, T., Stafford, T. Hunter, J., & Stewart, G. (2021). Why competency standardization matters for improvement: An assessment of the healthcare quality workforce. Journal for Healthcare Quality, 43(5), 263–274. https://doi.org/10.1097/JHQ.0000000000000316
National Academies of Sciences (NASEM), Engineering, and Medicine. 2021. The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity. The National Academies Press. https://doi.org/10.17226/25982.
Spaulding, E. M., Marvel, F. A., Jacob, E., Rahman, A., Hansen, B. R., Hanyok, L. A., Martin, S.S., & Han, H. R. (2019). Interprofessional education and collaboration among healthcare students and professionals: A systematic review and call for action. Journal of Interprofessional Care, 1–10. https://doi.org/10.1080/13561820.2019.1697214
Sigma Membership
Beta Beta (Houston)
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Randomized Controlled Trial
Research Approach
Quantitative Research
Keywords:
Collaborations, Interprofessional Relations, Professional Development, Organizational Change, Interdisciplinary Education
Recommended Citation
Garey, Amanda Kay, "Nurse-Led Transformation: Evaluating the Impact of a Professional Development Intervention on Interprofessional Collaboration" (2026). Creating Healthy Work Environments (CHWE). 64.
https://www.sigmarepository.org/chwe/2024/presentations_2024/64
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Washington, DC, USA
Conference Year
2024
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-02-19
Nurse-Led Transformation: Evaluating the Impact of a Professional Development Intervention on Interprofessional Collaboration
Washington, DC, USA
Interprofessional collaboration (IPC) is critical in improving positive patient outcomes and achieving the quadruple aim of enhancing patient experience, improving population health, reducing costs, and improving the work-life balance of healthcare providers. Interprofessional collaboration (IPC) effectively enhances the patient experience and healthcare quality (McGuier et al., 2021). According to the Interprofessional Education Collaborative (IPEC), critical drivers for the ongoing growth of developing interprofessional collaborative practice include the need to empower the interprofessional (IPE) community with the best available evidence and research related to IPE and collaborative practice, conduct a continuous review of standard terms for competence, competency, and competency framework, and ensure that this framework accurately reflects any changes in research, policy, and practice (2023).
This study examined the effectiveness of a professional development intervention on the level of interprofessional team collaboration (ITC) on three subscales, as measured with the Assessment of Interprofessional Team Collaboration Scale (AITCS-II) in interprofessional healthcare providers. A two-group randomized controlled trial, with a repeated measures design, was used for this study in an urban hospital system. This study was completed in June 2021. A computer-based randomized generator assigned 161 subjects to the intervention (n = 75) or control group (n = 86). The intervention group participated in an IPEC-competency module, and the control group participated in a standard family-centered care module. Data collection for the intervention and control groups occurred at three points: at baseline, immediately after completion, and four weeks after the module's completion.
The intervention group had statistically significant differences in all three subscales of the validated AITCS-II tool immediately post-intervention in partnership (p < .001), coordination (p < .001), and cooperation (p < .001) in comparison to the control group. The control group was not statistically significant at any period. The intervention module effectively increased the level of collaboration within healthcare teams.
Study outcomes support organizations in building professional development targeting IPEC competencies to meet strategic goals to impact patient outcomes on a system level. This study will inform future studies with the tool used in this study and other tools available to assess team collaboration in academia and practice environments. Moreover, the ongoing integration of the IPEC competencies in the clinical practice environment will support innovative, team-based practice (NASEM, 2021).
Description
Learn about the value of engaging in and promoting interprofessional collaboration in your healthcare environment to transform your workplace culture. Adopt a professional development intervention to assess your healthcare organization's level of interprofessional collaboration through an innovative nurse-led strategy.